Nice job unpacking another standard. I linked it to our learning goals page as well.
Is it clear that the lesson addresses both important content and scientific practices?
Yes.
Instructional Activities
What science practices are required?
As written, I think the lesson requires some classification of the rocks.
How are the science practices supported?
The materials are more than adequate.
How are the science practices assessed?
Worksheets, etc.
Your rationale shows that you have thought through each of the three main activities of the lesson and grounded them in important ideas about how people learn (literacy skills, using a variety of representations, e.g. technology, and engaging students in inquiry). I think you have missed one, however, and it might warrant some rethinking and possible rearranging. What is missing is introducing a "need to know," and encouraging students to think like scientists trying to find patterns where they are not obvious. Your lesson presents theory, has students view an animation that applies theory, and then classify rocks based on this theory. What this sequence is missing is a question, a struggle to answer the question and apply this answer, and the teacher coming to the rescue with clarifying information at the end. If you enact this lesson and it flops, then I would suggest this rearrangement:
a. Lead with a pile of rocks on each group's table. Explain that when geologists are trying to understand how the earth's surface changes over time, they spend a lot of time studying rocks. Since one way to study rocks is to classify them, then that is where we'll start as well. Ask students to classify the rocks at their table and be ready to explain their how their classification scheme would help understand what is going on with the earth's crust.
There may be frustration and confusion. Go with it. Scientists are often frustrated and confused. Encourage them to take a stab at the task. Don't use the word "rock cycle," since that will cue their (inert) knowledge.
b. Have the groups share their classification schemes and rationales. Bring the class together synthesize their stories, first determining how many different types of rock they observed, how they classified the rocks, and what place did these rocks have in the story of how the earth's surface might be changing.
c. Depending on what the groups said, introduce other factors and have each group add these factors in their earth crust story: weathering/erosion; extreme heat, and extreme pressure.
d. After leading students to a consensus model that tells a story and places the different rock types, show them the animation as a way of checking their own scientific thinking.
e. Assign the reading and worksheet as homework to reinforce their own efforts to figure out the rock cycle.
This might not work any better, but it is worth a try. My rationale is to lead with an investigatable question to put the student in a position where they have to think and try to figure something out, and wait for a "need to know" before filling in the details. Ideally, you will be able to hang your details off their initial work so that they feel like they really accomplished something. I did not like to assign in-class reading, since that was something they could do on their own time and I always find it hard to concentrate in a room of readers.
Inquiry Lesson Feedback: LIza G
Evaluated by: Jay F.Score: 9/10
Standards / Learning Performances
Nice job unpacking another standard. I linked it to our learning goals page as well.
Is it clear that the lesson addresses both important content and scientific practices?
Yes.Instructional Activities
What science practices are required?
As written, I think the lesson requires some classification of the rocks.How are the science practices supported?
The materials are more than adequate.How are the science practices assessed?
Worksheets, etc.Your rationale shows that you have thought through each of the three main activities of the lesson and grounded them in important ideas about how people learn (literacy skills, using a variety of representations, e.g. technology, and engaging students in inquiry). I think you have missed one, however, and it might warrant some rethinking and possible rearranging. What is missing is introducing a "need to know," and encouraging students to think like scientists trying to find patterns where they are not obvious. Your lesson presents theory, has students view an animation that applies theory, and then classify rocks based on this theory. What this sequence is missing is a question, a struggle to answer the question and apply this answer, and the teacher coming to the rescue with clarifying information at the end. If you enact this lesson and it flops, then I would suggest this rearrangement:
a. Lead with a pile of rocks on each group's table. Explain that when geologists are trying to understand how the earth's surface changes over time, they spend a lot of time studying rocks. Since one way to study rocks is to classify them, then that is where we'll start as well. Ask students to classify the rocks at their table and be ready to explain their how their classification scheme would help understand what is going on with the earth's crust.
There may be frustration and confusion. Go with it. Scientists are often frustrated and confused. Encourage them to take a stab at the task. Don't use the word "rock cycle," since that will cue their (inert) knowledge.
b. Have the groups share their classification schemes and rationales. Bring the class together synthesize their stories, first determining how many different types of rock they observed, how they classified the rocks, and what place did these rocks have in the story of how the earth's surface might be changing.
c. Depending on what the groups said, introduce other factors and have each group add these factors in their earth crust story: weathering/erosion; extreme heat, and extreme pressure.
d. After leading students to a consensus model that tells a story and places the different rock types, show them the animation as a way of checking their own scientific thinking.
e. Assign the reading and worksheet as homework to reinforce their own efforts to figure out the rock cycle.
This might not work any better, but it is worth a try. My rationale is to lead with an investigatable question to put the student in a position where they have to think and try to figure something out, and wait for a "need to know" before filling in the details. Ideally, you will be able to hang your details off their initial work so that they feel like they really accomplished something. I did not like to assign in-class reading, since that was something they could do on their own time and I always find it hard to concentrate in a room of readers.